FY 2008 Annual Report of Achievements - Gallaudet University

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A-132 • A photo of Cooke and an Indiana School for the Deaf student from the 2005 Utah field trip was included in a NASA Earth Explorers poster, available at http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Earth_and_Space_Science_ Explorers_Poster.html. • Articles: Barman, C.R., & Stockton, J.D. (2002). An evaluation of the SOAR-High project: A Web-based science program for deaf students. American Annals of the Deaf, 147(3). Barman, C.R., & Stockton, J.D. (2001). An evaluation study of Project SOAR-High [Report submitted to the Laurent Clerc National Deaf Education Center]. Indianapolis: Indiana University-Purdue University Indianapolis. Wuestman, R. (2000). Documentation report: SOAR-High: A collaborative distance learning curriculum development project [Report submitted to the Laurent Clerc National Deaf Education Center]. • Presentations: Jepson, P.J., Cooke, M.L., & Ellsworth, M. (2006, April). SOAR-High students explore faults in the field: A study of science self-efficacy with deaf and hard of hearing students. Paper presentation at the annual meeting of the American Educational Research Association, San Francisco. Jepson, P.J., Cooke, M. L., & Ellsworth, M. (2007, April). Constructivist learning and science self-efficacy of deaf and hard of hearing students studying earth science. Paper presentation at the annual meeting of the American Educational Research Association, Chicago. FY 2008 activities and/or product(s). • Faults in the Field 2008: May 4-10, 2008. Field trip to Southern California to help deaf students and teachers of the deaf visualize the faulting system in 3-D of the San Andreas Fault System. This trip, featuring deaf scientists as role models, was shared through several articles, including the Clerc Center’s Odyssey magazine, News and Notables, and World Around You, as well as Gallaudet University’s Inside Gallaudet (http://news.gallaudet.edu/?id=13376). A student-authored travel log with video and photos is available at http://clercblog.gallaudet.edu/ca08/. • The Clerc Center’s Educational Technology blog, ET News, featured SOAR-High students using VoiceThread for online collaborations. The article, which includes links to the students’ VoiceThread project, is available at http://clercblog.gallaudet.edu/kdestech/2008_03_01_archive.html. • Dr. Feldman’s guided formal research on the impact of the project, “Assessment Project 2008: What is the impact of the project on teachers and their teaching?” will be summarized for publication in 2008-2009.
Teaching Emotional Intelligence: A Curriculum for High School Social Studies Classes National mission priority area: Transition Principal Investigator(s): Jacoby, Susan Other Investigator(s): McCarty, Linda Sandle, Jessica Project description Teaching Emotional Intelligence: A Curriculum for High School Social Studies Classes is a Web-based product designed to share a curriculum for teaching the theoretical and practical constructs of emotional intelligence (EQ) to high school students. EQ refers to how individuals handle their feelings and how well they empathize and get along with others. According to Daniel Goleman, author of the book Emotional Intelligence, EQ is the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions. According to Goleman, students who are better able to manage their emotions are more able to pay attention, process information, and remember than peers who cannot manage their emotions. There are five primary aspects of EQ: (a) awareness of self and others; (b) management of emotions; (c) motivation, perseverance, and responsibility; (d) empathy; and (e) social skills. It is believed that EQ can be developed and cultivated throughout a person’s life. Recognizing the importance of self-awareness and management for students, KDES and MSSD identified EQ as one of five student outcomes in 1998. Learning and applying the concepts of EQ can affect a student’s effectiveness in school and in future employment settings. Attention to EQ also helps students understand themselves and their actions—an essential step for selfmanagement and self-determination. EQ instruction helps students identify strategies for understanding and improving their behavior and attitudes, for setting individual goals, and for interacting effectively with others. EQ instruction also helps students see the relationship between behavior/attitudes and success and effectiveness. The instruction of EQ has been included in academic and social programming at KDES and MSSD and, additionally, in residence education programming at MSSD. Students enrolled in Social Issues, an upper-level sociology-focused social studies course at MSSD, studied the theoretical constructs of EQ. The EQ unit included the study of EQ, its components, and its influence on individuals and organizations. Students completed selfassessments, reflections, and class activities to identify their strengths and needs within the five dimensions of EQ. Through an essay project, students established goals and created plans to address their needs. Students reviewed their progress throughout the school year as they assumed everincreasing responsibility for themselves, their learning, and their planning for the future. Based on the positive impact of EQ instruction for students and external requests for additional information on the topic, the Clerc Center is developing a Web site to share these and other classroom materials to teach high school students the constructs of EQ. Development Prior years. Planning to make the EQ curriculum available to educators via the Clerc Center transition Web site began in summer 2004. Curricular materials were developed and/or identified, and content experts were hired for curricular development. An initial internal review and revision of materials was completed during summer 2006. Based on this review and feedback, content experts A-133
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1864 - 2008 Gallaudet University An
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• Graduate student retention, com
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LAURENT CLERC NATIONAL DEAF EDUCATI
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Table 8. Average Graduate Class Siz
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Ronald Reagan signed into law the E
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4 New Strategic Plan for the Univer
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Five Strategic Goals 1. Gallaudet m
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Strategic Plan Indicators GOALS AND
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Objective 3 of 4: Curriculum and ex
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12 Admissions, Enrollment, Retentio
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Undergraduate Enrollment Figure 3.
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16 Table 2. Degree-seeking Undergra
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Figure 7. Percentage freshmen who a
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Figure 11. First-time freshman 4-ye
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majors, minors, and general electiv
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Table 4. Average Class Size by Depa
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Upperclassmen Demographics and Perf
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Academic Support Services Academic
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English Language Institute. The Eng
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Figure 22. Visits to Tutorial Cente
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Graduate Program Statistics Graduat
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Graduate Program Performance Statis
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Table 9. Graduate Degrees Awarded b
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40 Student Life Student Organizatio
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Living on Campus Many students opt
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Employee and Faculty Characteristic
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Challenges and Plans for the Future
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importance to deaf and hard of hear
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Table 10. The Project Table: FY 200
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Literacy Project Title (PIs listed
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Dussias, P.G., & Piñar, P. (in pre
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Marschark, M., & Hauser, P.C. (Eds.
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Presentations Adams, E., & Brice P.
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Koo, D. (2007, October 31-November
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Sass-Lehrer, M. (2008, February). C
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Figure 37. Research at Gallaudet, 2
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74 Table 11. FY 2008 Awards: Report
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76 Table 12. FY 2008 Proposals: Rep
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78 Table 12. FY 2008 Proposals: Rep
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professionals who are interested in
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to post assignments and participate
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its effect on language acquisition,
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• Culver City, Calif. Quest condu
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History 1857 Amos Kendall establish
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conference. More than 300 people re
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92 Government Performance and Resul
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94 Survey sample for measures 3.4,
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15. A Lifetime of Learning and Earn
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The numbers reflected in tables 22-
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Clerc Center Catalog. The Clerc Cen
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Publications The Clerc Center produ
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Art Exhibition. Yes, I Can!, a body
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106 Table 24. FY 2008 Training and
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108 Table 27. FY 2008 Training and
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110 Table 30. FY 2008 Clerc Center
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KDES Initiatives Literacy initiativ
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other teams, parents, and individua
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116 KDES Student Characteristics, R
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Traditionally underserved racial/et
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Table 37. Number of KDES Students W
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Table 39. Number of KDES Students R
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124 Table 41. Number of KDES Studen
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Table 43. Number of KDES Students R
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Table 45. Percentage of MSSD Studen
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Languages spoken in the homes of MS
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Table 51. Percentage of MSSD Studen
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134 Table 53. Percentage of MSSD St
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MSSD Student Outcomes Student readi
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Reading achievement of graduates. A
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Table 59. Percentage of MSSD Gradua
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142 Division of Administration and
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Table of Contents UNIVERSITY RESEAR
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AN AUTOMATIC FITTING ALGORITHM FOR
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DRINKING AMONG DEAF AND HARD OF HEA
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University Research Projects The Hi
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Arnos, K.S. (2008, March). Genetics
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Research Stipends to Support Senior
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Chemistry and Physics District of C
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time (new documentation/updated pro
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Communication Studies Families Who
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Strauss, K.P., & Harkins, J. (2007,
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achieved; three of the children als
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The central focus of the ongoing an
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Mertens, D.M. (2008, July). Transfo
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ICARE Schools: A Research Study of
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FY 2007-2008 product(s): Gerner de
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It Takes a Village Status: Ongoing
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Empowering Deaf Communities in Lati
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investigating issues that affect th
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Gallaudet Research Institute Americ
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Comparison of Lexical Versus Morpho
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Texas State Survey of Deaf and Hard
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French Primary School Moral and Civ
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Graduate School and Professional Pr
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Dudis, P. (2007, November). Analyzi
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Hearing, Speech, and Language Scien
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The successful completion of this r
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The Effectiveness of Cochlear Hydro
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Interference in Hearing Aids From D
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Bakke, M., Bernstein, C., Bally, S.
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Overall, none of the participants i
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Types of Communication Used by Prof
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Cued Language Structure Status: Ong
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Gender Preference and Interpreting
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Theatrical Team Interpreting: Two P
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A Basic Grammar of Croatian Sign La
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mono- and bilingual signers allows
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three research transcripts. This pr
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Signing With an Accent: ASL L2 Phon
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During the 2007-2008 academic year,
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Page 263 and 264: lower achieving academically, are f
Page 265 and 266: A Lifetime of Learning and Earning:
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Page 275 and 276: Read It Again and Again National mi
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Page 279 and 280: • Instructional videotapes: The S
Page 281: Students had opportunities for vide
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Page 287 and 288: Transition Resources National missi
Page 289 and 290: Transitions: Learning to Work—Wor
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